Research Article Fast Memorizing Al-Quran ...
Transcript of Research Article Fast Memorizing Al-Quran ...
REVIEW OF INTERNATIONAL GEOGRAPHICAL EDUCATION
ISSN: 2146-0353 ● © RIGEO ● 10(4), WINTER, 2020
www.rigeo.org Research Article
Fast Memorizing Al-Quran Through Tafsir
and Tahfidz Training: Immersion in Hanifida
Method Super Base Camp Jombang as A
Living Quran Naqiyah1
State Islamic University (UIN) Prof. K. H. Saifuddin Zuhri
Purwokerto, Indonesia
Ahmad Zainal Abidin2
State Islamic University (UIN), Sayyid Ali Rahmatullah
Tulungagung, Indonesia
Elfi Mu’Awanah3
State Islamic University (UIN), Sayyid Ali Rahmatullah
Tulungagung, Indonesia Asmawi5
State Islamic University (UIN), Sayyid Ali Rahmatullah
Tulungagung, Indonesia
M. Saifudin Zuhri4
State Islamic University (UIN), Sayyid Ali Rahmatullah
Tulungagung, Indonesia
1,2,3,4,5 Corresponding Author: Email: [email protected], [email protected],
[email protected], [email protected], [email protected]
Abstract
Interpretive tactics to recall the Quran (tahfidz) are being increasingly used in Indonesian Islamic boarding
schools, and the purpose of this study is to investigate how they are being used. The Hanifida Method,
which relied more on the right hemisphere of the brain to recall a relatively new and distinctive tahfidz
model, has been singled out for special attention. Specifically, this study explores the effectiveness of the
Hanifida Tahfidz technique in memorizing the Quran and the fundamental understanding of the Quran's
interpretation in memorizing the Quran using the Hanifida method. The use of a single subject-based
experimental design was chosen because it was believed necessary for better understanding the
function that Quran memorizers would play in defining the capability of Quran interpreters among the
pupils. Using purposive sampling, the researchers identified 15 students from Tahfidz Islamic Boarding
School in Jombang, Indonesia, who were then included in the research study. The Hanifda Method,
according to the conclusions of the research, is a highly effective method of improving one's ability to
memorize the Quran. Three basic procedures are offered in the context of reducing the amount of time
it takes to reduce the Quran from one page to two pages from one page. It is necessary to perform two
steps: first, repeat the number formula along with the location, and second, memorize using a learning
acceleration technique. Finally, the formulas, verses, and their translation are combined to form a story
that has been composed into a sentence and written with specific colors and pictures, expressed verbally
with interesting, funny, imaginative styles and expressions, and arranged with visualization and actions,
among other things. Student participation, the quality of their instruction, and the general reconstruction
of improved ways are all important factors in determining the success of the Hanifida Method.
Keywords Recitation, Memorize, Alquran, Tahfidz, Right Brain.
To cite this article: Naqiyah.; Abidin, A, Z.; Awanah, E, M.; Zuhri, M, S.; and Asmawi. (2020) Fast Memorizing Al-Quran
Through Tafsir and Tahfidz Training: Immersion in Hanifida Method Super Base Camp Jombang as A Living Quran. Review
of International Geographical Education (RIGEO), 10(4), 758-769. doi: 10.33403/rigeo.791618
Submitted: 20-05-2020 ● Revised: 26-07-202 ● Accepted: 10-09-2020
Naqiyah.; Abidin, A, Z.; Awanah, E, M.; Zuhri, M, S.; and Asmawi. (2020) Fast Memorizing Al-Quran Through …
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Introduction
Among the Indonesian people, there is a strong trend to memorize the Quran as a means of
understanding and living the Quran (Hidayah, 2021). As with the growing number of tahfidz
pesantren, for instance in East Java, where the number is no less than 51 pesantren, this can
be seen by reference to Yogyakarta province (DIY), which currently stands at 52 pesantren, as
well as DIY and Jabotabek (standing for Jakarta, Bogor, Tangerang, Bekasi cities surrounding
Jakarta the capital city of Indonesia), which are both located in West Java, and is currently at
14 pesantren (Muzakky, 2021). Finally, there are only a handful of educational institutions in
Indonesia (either Junior High School or Senior High School) which possess the Quran Tahfidz
program for their students, and the majority of them are located in the regions of Darul Huffadz
in Bone, Darul Huffadz in Ponorogo, Yanbuul-Quran din Kudus in Darul Huffadz, Darul Huffadz in
Tangerang, Darul Huffadz in Solo, and Muqaddasah in Bone. Regardless, colleges such as PTIQ
(Perguruan Tinggi Ilmu Al-Quran, University of Alquran Sciences) and IIQ (Institut Ilmu Al Quran,
Institute of Alquran Sciences) both in Jakarta, require their students to join the Quran tahfidz
programs, even oblige their students to participate (Kaltsum, 2021; Muzakky, 2021).
Such Quran tahfidz programs are pursued by those who believe they are serving the public interest,
but their outcomes cannot be separated from certain factors. A specific factor is that the Islamic
teachings that inspire people to memorize the Quran such as those portrayed by the book Ibnu
Majah and some of its histories may have an impact on the reader. This could be because the Quran
memorizers may be revered by Allah SWT, they may be made leaders, and the Quran suggests
goodness, and Quran hafidz may get assistance (and/or numerous rewards) (Muzzaky, 2021; El-
Zawawy, 2021).
Scholars like Yusuf Mansur, KH Arwani Amin, and K.H. Lanre Said are additionally concerned
with socializing the Quran, a practice popularly known as Quran tahfidz. A key element is that
TV media, such as live broadcasts of tahfidz, share and/or commodify tahfidz. Besides showing
Quran programs, some TV stations broadcast tahfidz programs, such as Qur-an festivals, regular
tahfidz programs, and Qur-an memorization ceremonies. Not only the above- mentioned
factors, but also people who are willing to fund those interested in the tahfidz programs have
a generous personality (El-Zawawy, 2021). This can be observed from the fact that there are a
high number of free tahfidz programs available, given that the funds are provided by
businessmen and generous donors. For example, some organizations, such as the Ministry of
Religious Affairs, and some institutions of higher learning, place a high value on hafidz and
hafidzahs.
To make this experience better, make sure to allow the students to become better tahfidz, learn
more and expand their Quran knowledge (Hidayah, 2021). Some other techniques of learning
to be found among the various techniques available are the Hanifida method (the process
of acquiring knowledge in the twenty-first century), developed by a married couple, Dr.
Hanifuddin Mahadun, M. Ag, and Dr. Khoirotul Idawati, which was patented in 2006. One
technique includes using codes and folktales along with words and expressions. It is an
approach that adds distinct and new ways of speaking and storytelling, as well as funny,
unusual tales, to help students remember Quranic verses. Keywords are made even more
imaginative thanks to pictures attached to them, and all of this is accomplished with minimal
creativity (Ross, 2008a). We use a visual, auditory, and kinesthetic verbal learning system in
addition to utilizing a system of imagery and visualizations. Furthermore, it also incorporates
lectures, discussion, demonstration, and test-runs, and simulation methods.
While also utilizing the left brain, the Hanifida Method makes full use of the right brain. He
believes that this new method could be a great help to those who want to memorize the
Quran. The entire Ummah of Islam might be interested in memorizing it. With this method,
people who believe that memorizing the Quran is difficult and boring can be rejected. From
this perspective, one could state that no method is perfect. Therefore, to find an alternative
Quran tahfidz model in Indonesia, it is necessary to investigate the strengths and weaknesses of
the Hanifida method and utilize this data to develop a new Quran tahfidz model. Concerning
the meaning of constructing a new Quran tahfidz model, it is equivalent to starting from the
strengths of the method examined and then constructing a new Quran tahfidz model by
utilizing relevant methods such as the Hanifida method and other methods.
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Research Questions
To guide the research process in this study, two research questions below were sought to
answer.
1. How effective is the Hanifida Tahfidz technique in memorizing the Quran?
2. How effective is the fundamental understanding of the Quran's interpretation in
memorizing the Quran using the Hanifida method?
Literature Review
In general, the Quran tahfidz methods conventionally are talaqqi, kitabah, and tafhim
methods. Moreover, there is also one’s memorization method. This method has commonly
been used either in the past or at present.
Reception Theory And “Self-Referential” Of the Quran Text
Besides the conventional theory described above, there is also a reception theory and ‘self-
referential’ of the Quran text. In this present research, the reception theory is also adopted,
namely how the first generation of Muslims accepts and reacts to the Quran as a text, where it
is the interaction between the listener and the reading text. As a text, the Quran contains an
appeal to listeners and its readers so that it may make them react it variously. This has been
described by Navid Kermani based on his research on the history of the reception of the Quran
as told by Nur Kholis Setiawan that the musical reading of the Quran by the Muslims are
fundamental aesthetic experiences as a starting point from a very awesome thought tour. This
reception theory is used to show that the Quran becomes an inspiration for instance in aspects
related to aesthetics that may motivate several circles among others to memorize the Quran.
It also happens to the ‘self- referential’ theory (Ross, 2008a; 2008b) that has stated that the
Quran is an Arabic text as news (naba’), and differentiator (furqan). Therefore, it gives aesthetic
effects on its readers.
Motivation Theory
Theories on motivation if they are viewed from its discussion, may be divided into two main
categories: (1) the content theory that explains the origin or the cause of how one is motivated,
(2) the process theory, namely the theory discussing about the process of how one is motivated
(Ross, 2008b). Some theories may be categorized under the first theory, namely: the hierarchy
of the Needs Theory proposed by A. Maslow, the social motif theory by D. McClelland, the two-
factor theory by Frederick Herzberg, and E-R-G theory by Clayton Alderfer. Meanwhile, what
may be categorized as the second theory is the equity theory proposed by S. Adams, the
expectancy theory by Victor Vroom, the goal-setting theory by Edwin Locke, the
reinforcement theory by B.F. Skinner, and the X Y theory proposed by McGregor (2010). Based
on the opinion that there is not one perfect motivation model, meaning that each model has
its strengths and weaknesses, the scientists always try to look for and find the best motivation
system, by combining the strengths from the existing models into one model. It seems that the
experts agreed that the model is what is covered in the theory that relates between rewards
and an individual’s achievement, which then is known as the rewards and achievement
relation theory (Saarinen, Keltikangas-Järvinen & Viding, 2021; Hidayah, 2021). According to this
model, one individual’s motivation is greatly influenced by various factors, either external or
internal ones. What is included in the internal factors is: a) one's perception of oneself; (b) self-
regard, (c) personal expectations, (d) needs, (e) desires, (f) job satisfaction, and (g) resulting
from work performance. Meanwhile, the external factors influencing one’s motivation among
others are (i) job types and characteristics, (ii) workgroup where one joins in, (iii) the applicable
reward system, and (iv) how to apply the system (McGregor, 2010; Ross, 2008a; Siddiqi et al.,
2021).
Naqiyah.; Abidin, A, Z.; Awanah, E, M.; Zuhri, M, S.; and Asmawi. (2020) Fast Memorizing Al-Quran Through …
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Memory and Super Memory System Theories
In the three-stage theory, from the psychological aspect, the memorization activities are the
same as the process of remembering (memory). In brief, the working memory passes through
three stages namely encoding, storage, and retrieval. 1). Encoding is the recording of
information through the receptor senses of the internal neural circuit. 2). The next process is
storage that determines how long the information is with us, in what form, and where. The
storage can be active or passive, it is active if it is given some additions, and it is passive if no
addition occurs. 3). The next stage is retrieval. In the daily language, retrieval is the use of
information stored (Saarinen, Keltikangas-Järvinen & Viding, 2021; Ross, 2008a; 2008b). Then, how
the received information is processed in the memory is that according to Atkinson and Shiffrin
(1968) information is processed and stored in 3 (three) stages: sensory memory, short-term
memory, and long-term memory. Santrock (1985) stated that long-term memory needs the
storage of information from 15 to 20 seconds with the assumption that no repetition of exercises
is made. Long-term memory involves information retained for a short interval namely for some
minutes or a lifetime (Ross, 2008a; Shabbir et al., 2020). However, long-term memory uses two
stages in the memory process namely storage and merely retrieval (Østebø, Tronvoll & Østebø,
2021).
Working Memory Theory
Active memory is the one that is often repeated or which possesses strong meaning for
someone. It is the working memory that is always stored in the brain (Larisa, et. al. 2021). There
are some methods used to improve the ability to memorize or in storing information and
retrieving memory. Baddeley (1998, p. 340) described the methods as follows.
1) Visual imagery mnemonics. This method uses a mental picture visually to memorize
words. It can be used to make the groups of words intended to memorize will be meaningful
by depicting them visually using each individual’s experience. For instance, to recite the
order of the words such as bike, stone, blood, face, hospital, and grave, it can be done by
visualization in the mind of one who was driving a bike and then fell and his head hit the stone
and it was blooded. His face was injured and someone who saw the accident called an
ambulance and the fallen person was bought into the hospital. But on the way to the hospital,
the person was dead and was buried. Besides visual imagery mnemonics, there is also a similar
but different method namely verbal mnemonics.
2) Verbal mnemonics use numbers and letters that produce something meaningful so
that it is easier to memorize. Besides the two methods, there are still many more other
memorization methods.
Super Memory System Theory
The super memory system is a memory system that heightens attention and divides the attention
of the brain through a memory technique called brain manipulation so that the memory will
increase rapidly and it will be stored in the long-term memory (Ross, 2008a). A super memory
system means is a way to remember or to memorize something conducted through fun
memorization techniques involving the right brain to improve the students’ learning potential
(Haight & Busseri, 2021; Saarinen, Keltikangas-Järvinen & Viding, 2021).
A memorization technique is a technique to enter information into the brain which is in line with
the brain-based technique. Since the method used is following the way the brain operates and
functions, this may intensify the brain's creativity and efficiency in absorbing and storing
information (Larisa, et. al, 2021). The way to enter information into the brain according to the
way where the brain works are by doing something the brain likes (Ross, 2008a; 2008b).
The followings are something the brain likes very much: (a) Exceedingly extreme/illogical, (b)
Sexy, (c) Colorful, (d) Multisensory (involving more than one senses), (e) Funny, (f) Involving
emotions, (g) Involving rhythm or music, (h) Active action, (1) Three-dimension picture and
living/active, (j) Using association, (k) Imagination, (l) Humor, (m) Symbol, (n) Number and order.
Therefore, understanding meaning is the need of the brain and strengthens its function,
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especially in tahfidz activities (Ross, 2008a; 2008b).
The Ability of Interpretation of the Quran in Improving the Quran Tahfidz
Effectiveness
When one possesses the ability to interpret the Quran, he tends to memorize the Quran more
quickly. In the context of the super memory system theory, when information enters into the
brain and is accompanied with the understanding of meaning and interpretation of a verse of
the Quran, it will be communicated automatically since it possesses the uniformity of desire in
the abstraction or concrete form of facts of verses of the Quran (Ross, 2008a; 2008b; Larisa, et.
al, 2021). Verbal mnemonics of meaning in interpreting the Quran possessed by the prospective
of the Quran memorizers is very vital because it triggers more quickly to recite among the
memorizers who do not have any background of the interpretation of the Quran (Ishii & Shinya,
2021). The students, based on their mental readiness, may be based on some theories such
as Abraham H. Maslow theory, the motivational factor from the Two Factor Model’s
McClelland, Victor Vroom’s expectancy theory, Edwin Loc’s theory, and other motivation
theory, which then they conned into the theory of the relationship between rewards and
achievement that an individual’s motivation is greatly affected by various factors either
internal or external one. The external factors include: (i) one’s self-perception, (ii) self-concept,
(iii) personal expectation, (iv) need, (v) desires, (vi) job satisfaction, and (vii) work achievement
produced. Meanwhile, the external factors influencing one’s motivation among others are (a)
job types and characteristics, (b) workgroup where one joins in, (c) the applicable reward
system, and (d) how to apply the system (Ross, 2008a; 2008b).
Method
This study employed a single subject-based experimental design because it
intentionally tried out though Handifida treatment, a treatment to memorize Alquran. This is a
prospective of the Quran memorizers coming from students’ ability in interpreting the Quran
conducted in Pesantren Super Camp La Raiba Handifida Method in Jombang, East Java,
Indonesia. Handifida method emphasizes on memorizing the Quran using the left and the right
brain, combined with the verbal, visual, auditorial, and kinesthetic learning systems with
various expressions (Muzzaky, 2021). Combining how to learn fast and super memorization
system this method integrates several techniques: story, substitute, number, and the location
which is related to one another. This method is created by Khoirotul Idawati Mahmud, who is
concerned with pursuing the fast way to learn, and Hanifudin Mahaddun, who is concerned
with and goes deep into the fast way to memorize, besides serving as a trainer.
A class of students consisting of 15 santri was selected as a sample of this study. The sample
was recruited based on purposive sampling techniques. The criteria of the santri chosen in this
research are those possessing the ability in interpreting the Quran, readiness, and motivation to
memorize the Quran, high motivation to recite the Quran and readiness to be trained to
memorize the Quran, and those who are female and are at the middle age (Rohmawati & Az-
Zafi, 2021).
The students enrolled in the Laraiba Hanifida consisted of persons of various ages, and those
who are willing to study and recite the Quran either those with normal condition or with special
needs (El-Zawawy, 2021). Therefore, it seems that the santri were grouped not based on the
intelligence, capital, as generally prevailed in the tahfidz institutions, but on 5 (five) levels of the
santri’s abilities in reading the Quran and their mental readiness namely: acceleration,
autonomy, being moderate, needing attention, and needing help, since its establishment in
Hanifida treatments (Ishii & Shinya, 2021; Hidayah, 2021). Stages of the methods appear in figure
1 and the scheme of the process is in figure 2.
Naqiyah.; Abidin, A, Z.; Awanah, E, M.; Zuhri, M, S.; and Asmawi. (2020) Fast Memorizing Al-Quran Through …
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Stage Treatment
Story system
Substitute
Number system
Location
Fig. 1. Stages of Hanifida learning method
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Fig. 2 Hanifida method and supporting tahfidz.
Results And Discussion
Hanifida Tahfidz
This study discovers that the Hanifida method to memorize Al Quran consists of three stages
that occurred in the tahfidz process: (1) to recite the number formula and the location. In the
number system, there were some types: primary number, secondary number, and serial
number systems, (2) to memorize using a learning acceleration technique, and (3) to combine
the formulas, verses, and their translation into a story that was composed into a sentence and
was written with certain colors and pictures, verbalized with interesting, funny, imaginative styles
and expressions, combined with visualization and actions. The story could be replaced with
other stories but it should be noted that there must be 3 keywords: number formula, verses, and
its translation.
In its implementation, each santri student or trainee in a training activity should follow the al-
Asma> al- H {usna. training. After the training, which usually lasts 1 (one) week, the
participants memorized the Quran using the Hanifida method, starting from seven popular
surahs consisting of surahs: al-Mulk, al-Rah{ma>n, al- Wa>qi ‘ah, al-Dukha>n, Ya> Si>n, al-
Sajadah, and al- Kahfi, then, juz 30, juz, 29, 28, continued with juz 1-27. By reciting al-Asma>
al-H {usna besides using the Hanifida method, a conventional method such as tala>qi> was
also adopted by listening to the memorization of a teacher or presenting memorization in the
form of tasmi> ‘, “ard {, and qir>’ah fi al-s{ala>h, kita>bah, and tafhi>m which as a whole
were conducted in a takri>r way (repeatedly). The question is whether the Hanifida method
includes all ways and steps of memorizing the Quran as practiced or explicitly written in the
book and whether they are concentrated on the super memorization system without using
any traditional methods usually practiced by the providers of the Quran tahfidz in general.
Mura>ja ‘ah Model
To maintain the recitation that had been reached, the santri should conduct mura>ja‘ah
either out or in the prayer. Out of the prayer, it seems that no certain stipulation existed so that
it should be done individually. Also, the researcher did not see the santri undergone mura>ja
‘ah in groups. In the prayer, it was divided into some groups in line with the achievement of
the memorization such as the mura>ja ‘ah group: popular surahs, short surah juz 39, 28-29, long
surahs, and so on. The santri became the imam of prayer in turn following their groups.
Therefore, the congregational prayers five times a day were conducted in groups. Whereas, if
the mura>ja ‘ah stipulation existed, it would run more orderly so that it might help accelerate
memorization.
Effectiveness of Hanifida Method
Santries’ Achievement
As stated in above, the Lembaga Laraiba Hanifida does not state explicitly how long the santri
should memorize the Quran completely. However, in practice, the duration of time needed was
shorter. The question is why the Institution did not specify the target (El-Zawawy, 2021; Rohmawati
Naqiyah.; Abidin, A, Z.; Awanah, E, M.; Zuhri, M, S.; and Asmawi. (2020) Fast Memorizing Al-Quran Through …
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& Az-Zafi, 2021). Why the time needed to memorize the Quran was shorter, although there were
also some santri who more quickly succeeded in reciting the Quran. The answer to the question
is that because the Institution recruited santri with various conditions so that it is difficult to
specify the target to memorize the Quran completely. It seems to be correlated with the santri’s
level or condition. Then, what is the second question? If in recent years certain santri needed a
shorter period, it might be that the number of the inputs was higher so that they might be
included in the first level. The other possibility is that the Institution had more experience in
managing training so that it could help the students complete their memorization in a shorter
period. See Figure 2.
The Trainers of the Hanifida Method
The trainers of the Laraiba Hanifida were not the manager and also the founder of this
method, but they were more senior santri in this institution. Actually, if the training activities
were conducted by the manager/and also the founder of the method, the implementation
would be more highly qualified and the students would be highly motivated (El-Zawawy,
2021). However, this might have some benefits, since the santri might have direct experiences
to become trainers, therefore they might be adequately skillful in training those interested in
memorizing the Quran.
Figure 2: Competence in interpreting the Quran to memorize it more effectively.
From the descriptions above, it is known that in theory, the Hanifida method is a new method
of memorizing the Quran develop based on research and try out using the super memory
system so that it may be taught to anyone and also by anyone who has mastered the method.
In practice, some of this theory was the continuation of the theories existing in the tala>qi>,
kita>bah, and tafhi>m methods. Then, the santri were not divided based on the intelligence
capital but the ability levels in reading the Quran, awareness, and spirit. It is in line with the
internal and external motivation theory. Then, it can be stated that the Hanifida method can
be categorized as John Voll’s continuity and change theory.
Strengths and Weaknesses of the Hanifida Method
From the analysis of some elements above, it is known that there are some strengths and
weaknesses in the Hanifida method (El-Zawawy, 2021). The strengths of the Hanifida method
were among others as follows: (a) the method was built and developed based on academic
researches and tryout in various training in a long time by someone who had not only theoretical
understanding but also practical experiences as a trained, (b) training material package was
available, (c) The learning method was systematic, easy and quick, (d) The mura>ja‘ah
arrangement in prayers was based on the achievement and the fluency of the memorization,
(e) The santri were not limited to certain ages groups, but also include normal group and those
first condition A
0
2
4
6
8
10
tafsir qurantreatment
tahfidh
Before and after treatment
0-2 2-4 4-6 6-8 8-10
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with special needs, (f) The grouping/levels were on based on intelligence, (g) Each santri with
certain achievement might become trainers (Kaltsum, 2021).
Besides the strengths, there were also some weaknesses namely among others: a. The package
book was not accompanied with (i) spiritual motivation, like supplication, sincerity and the
attitudes of resignation, (ii) Relaxation suggestion was not provided, (iii) Examples in making
plan were not given, (iv) Stipulation/suggestion of time of memorization did not exist, (v)
Instruction to attend similar verses was not provided, (vi) Suggestions to consume healthy foods,
and enough rest were not given, (vii) The cost of the training was relatively high that it is the
people from above middle class that may access to this training, (viii) The materials were
not freely sold, so that they were difficult to be accessed by those out of the santri and training
participants, (ix) Since the training started or was based on al-Asma al-H{usna> method, it is felt
that the training as complicated, (x) There was not specific stipulation of mura>ja‘ah, (xi) No
target was specified in memorizing the Quran, and (xii) The training was not directly handled
by the manage/founder of the method. Those are the strengths and the weaknesses of the
Hanifida tah {fiz {> method and its implementation.
Reconstructing a New Tahfidh Method
Some strengths of the Hanifida method, as presented above, should be maintained and
developed to reconstruct a new method. While the weaknesses should be eliminated and are
replaced with new thins either at its method or implementation level (El-Zawawy, 2021). The
necessary things to perfect the package book are among others as follows. (a) The book
should be equipped with spiritual motivation such as supplication, sincerity, and the attitudes
of resignation, (b) it should be provided with relaxation suggestions, (c) It should be given
examples of making a plan, (d) it is added with stipulation/suggestions of the time of
memorization, (e) it should be given attention to the similar verses and they are written in the
package material form, (d) it should be complemented with suggestions to consume healthy
foods, enough and enough rest, (e) the cost needs to be reduced so that this training may be
accessed by those from middle to lower economic circles, (f) The material should be freely
sold, so that it may be accessed by those out of the santri and the training participants, (h) A
specific stipulation on mura>ja‘ah out of the pesantren should be provided, (i) A target of
memorizing the Quran should be specified, (j) The training should only be handled by the santri
but by the manager/founder (Rohmawati & Az-Zafi, 2021, Muzzaky, 2021).
This study shows the importance of gaps by explaining prior studies on memorizing the Quran,
worship, and motivational factors all depend on the memory and Arabic grammar. This study
has found that Hanifida method, which emphasizes the efficient utilization of the right brain
hemisphere for recalling, is an innovative approach. This new and distinctive approach,
modeled after the memorization of the Quran and Tahfid practice in Hanifida, differs from the
traditional one.
Conclusion
In summary, the Pesantren Super Camp La Raiba Handifida is a method of remembering the Quran
that combines the left and right brains, as well as the verbal, visual, auditory, and kinesthetic learning
systems with varied expressions. This method is the result of combining how to learn quickly and a
super memorizing system with all of its techniques, including story, substitute, number, and place, all
of which are interconnected. This approach was developed by Khoirotul Idawati Mahmud, who is
interested in pursuing the fast way to learn, and Hanifudin Mahaddun, who is also a trainer and is
interested in and goes deep into the fast way to memorize.
Subjects who have difficulty understanding the Quran's interpretation may require additional time
in the tahfidz tryout, which begins with the participation in a new training session that is required,
namely al-Asma> al-Husna> training. Thereafter, it is necessary to memorize juz 39, followed by
seven popular surahs, including surahs al-Mulk, al-Rahma>n, al- Wa>qi ‘ah, al-Dukha>n, Ya > Si>n,
al-Sajadah, and al- Kahfi, before moving on to juz 29, 28, and finally 1-27. Materials with the
Hanifida system have been provided for juz 35, popular surrahs, juz 28-29, and surrahs: al-Baqarah,
A>li ‘Imra>n, and al-Nisa>'. The Hanifida method has also been provided for juz 35, popular surrahs,
and juz 28-29.
Among other things, the santri memorize the Quran word-for-word. The santri themselves
generate and develop the imagination because they have been trained and experienced in
Naqiyah.; Abidin, A, Z.; Awanah, E, M.; Zuhri, M, S.; and Asmawi. (2020) Fast Memorizing Al-Quran Through …
767
applying the Hanifida method previously. Among other advantages of the Hanifida approach
are: I This strategy is based on academic study and training. A trainer with both academic and
practical knowledge has performed extensive research and trials. (ii) The training materials are
ready. A methodical, easy, and quick learning approach (iv) The mura>ja ‘ah order in prayers
is based on memorizing success and fluency. (v) Students of all ages and abilities are welcome.
(vi) Intelligence-based grouping/leveling (vii) Certain santris can become trainers. For example:
(a) The package book lacks spiritual motivation like petition, sincerity and resignation. (b) No
relaxation advice given.
Samples are not provided for in the process of formulating a strategy. There is no stipulation or
suggestion of time allotted for memorization. No such instruction is given. There is no advice to
eat a balanced diet and get enough rest. The price is higher for those who reside in the middle
and upper classes. Materials may not be sold freely in order to prevent anyone outside of the
Santri and training participants from accessing them. Due to al-Asma al-Husna training
methodology, it is believed that the training is difficult. There is no restriction in having mura>ja
‘ah. The first thing to consider is that the training isn't conducted by the management or founder
of the method. The second point is that the reconstruction is accomplished by carrying out a
process of continued and advanced development, using existing strengths to bolster
weaknesses, such as strengthening spirituality, health, the media of learning, time, targets,
muraja'ah, trainers, and the like.
Recommendation
Because of the limitations of the subject matter, this study is by no means flawless. In order to
overcome the limitations of this study, it is advised that further research be conducted on
various tahfidz approaches, after which they should be reconstructed and tested in order to
develop and implement a new tahfidz model in Indonesia. For the approach to be effective,
it must be accompanied by an understanding of the meanings and interpretation of the
Quran, which will help to expedite Quran tahfidz. The pace with which one memorizes the
Quran may lead to changes in the development of the tahfidz technique, which is based on
the interpretation of the Quran.
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